Life-Size Scaling Creating Full Size 3-D Body Systems · PDF fileCreating Full Size 3-D Body Systems About this Lesson ... Use proportions to determine the appropriate size of organs

Middle Grades Science

Copyright © 2012 Laying the Foundation®, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltftraining.org. 1 AP, Pre-AP, and Advanced Placement are registered trademarks of the College Entrance Examination Board. The College Board was not involved in the production of this product.

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Life-Size Scaling Creating Full Size 3-D Body Systems

About this Lesson This lesson provides students an opportunity to use ratios and proportions to determine the appropriate size of bones and organs for a full size human. During Part I of the activity students measure the desired bone or organ from a provided picture and establish a ratio between the image and a full size human. Working cooperatively in Part II, different groups will then also create a full size 3-D model of a particular body system, and describe that body system to the rest of the class.

This lesson is included in Module 6 of Middle Grades Life Science.

Objectives Students will:

Use proportions to determine the appropriate size of organs and body parts for a full size human

Create a full size three dimensional model of the components of an assigned body system.

Level Middle Grades: Life Science

Connection to Common Core Math Standards

Code Standard Level of Thinking

Depth of Knowledge

6.RP.3a

Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

Apply II

7.RP.2 Analyze proportional relationships and use them to solve real-world and mathematical problems. Recognize and represent proportional relationships between quantities.

Apply II

7.RP.2a

Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.

Apply II

Teacher Overview – Life-Size Scaling

Copyright © 2012 Laying the Foundation®, Inc., Dallas, TX. All rights reserved. Visit us online at www.ltftraining.org. 2

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College Board College and Career Readiness Standards The following College Board CCR Standards are addressed in this lesson.

Cell Function

LSH-PE.2.1.3

Describe using information gathered from print and electronic resources, the structure and function of at least two organs that are part of a human body system (e.g. circulatory, digestive, gas exchange). Description includes how the two organs differ regarding the types of cells that make up each organ. Explain, using knowledge of systems of cells, how the cells and organs coordinate and contribute to the overall essential functions of the organism.

Connections to AP AP Biology: III. Organisms and Populations B. Structure and Function

*Advanced Placement and AP are registered trademarks of the College Entrance Examination Board. The College Board was not involved in the production of this product.

Time Frame 45 minutes

Materials (For a class of 28 working in pairs)

1 support structure (PVC pipe or wood, weighted base, and fishing line)

28 calculators 28 metric rulers

Teacher Notes This activity could be used as a cooperative learning activity for a unit on body systems.

The proportions for Part I should be completed for all of the parts listed in Table 1. Students may need help setting up the first proportion, but after that the process should be repeatable. The students’ accuracy in measuring will be tested through this activity. This is an example of a correctly set-up proportion:

height of body in art height of full size body

height of organ in art height of full size organ

measured by student (cm) 172 cm

measured by student (cm)

(172 cm)(height of organ in figure, cm)

height of

x

x

body in figure, cm

Teacher Overview – Life-Size Scaling


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The suggested body systems and their components are listed below. You may wish to assign systems to the student groups, or draw from a hat, or allow them to self-select.

Body System Components to be Created

Upper Skeletal System (Right Arm) hand, wrist, radius, ulna, humerus Upper Skeletal System (Left Arm) hand, wrist, radius, ulna, humerus Lower Skeletal System (Right Leg) foot, ankle, tibia, fibula, femur Lower Skeletal System (Left Leg) foot, ankle, tibia, fibula, femur

Digestive System esophagus, stomach, small intestine, large intestine

Respiratory System lungs, bronchi, trachea

Circulatory System heart, vena cava, aorta, one vein and artery per appendage

Urinary System kidneys (2), ureters, bladder

Nervous System brain, brain stem, nerve endings from brain stem, spinal cord

The students should be allowed to choose the materials for Part II. Emphasize that the construction materials need to be school appropriate. No objects, labeling, or paraphernalia that are inappropriate will be allowed. If they have questions, students should seek your approval before beginning. Other than that caveat, students can choose whatever materials they want. Some will choose blue jeans legs to make the large intestines, or cotton stuffed hosiery for the stomach. Others may choose polystyrene, clay, wood, or piping to make long bones. The creativity of the students makes the final product even more interesting.

The culmination of Part II will be a full size 3-D model of the body systems connected in proper order. To accomplish this task, the body systems need to be attached to a support structure. The structure can be made out of several different things, but PVC pipe or wood work well. The structure needs: A base, approximately 60 cm 60 cm An upright that is approximately 150 cm long (height of body minus the head) A horizontal bar at the shoulder level that is approximately 50 or 60 cm (close to the width

of the shoulders) Horizontal bar at the hip level also approximately 50 or 60 cm.

This structure will give students anchor points to hang their body system. Fishing line works well to hang the organs without being too obtrusive. You will need a separate support structure for each class. The cross-beams can be attached to the upright using PVC joints, or nails and screws if using wood. The base should be substantial and wide enough to support the weight of all of the body systems. The base could be a large board, a bucket of sand, or other such weighted assembly.

The students are to present their model to the class and share the answers to the conclusion questions as they relate to their particular system. During their presentation, the rest of the class should take notes on the presented system. You will need to set parameters for the presentation, and determine how the presentation should be completed (PowerPoint™, oral only, posters, etc.). You may wish to add additional research questions in addition to the conclusion questions depending on the time and goals allotted to the activity.

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POSSIBLE DATA AND ANSWERS TO CONCLUSION QUESTIONS

Table 1: Bones and Organs

Component Measurement in Figures 1–6 (cm)

Measurement of Body in Figures 1–6

(cm)

Proportional Measurements for a

Full-Size Human (cm)

Humerus (Height) 1.78 10.0 30.6

Humerus (Width) 0.18 2.21 3.1

Tibia (Height) 2.56 10.0 44.0

Tibia (Width) 0.14 2.21 2.4

Stomach (Height) 0.72 10.0 12

Stomach (Width) 0.88 2.21 15

Right Lung (Height) 1.61 10.0 27.7

Right Lung (Width) 0.79 2.21 14

Heart (Height) 0.67 10.0 12

Heart (Width) 0.36 2.21 6.2

Left Kidney (Height) 0.58 10.0 10

Left Kidney (Width) 0.34 2.21 5.8

Brain (Height) 0.67 10.0 12

Brain (Width) 0.74 2.21 12

Data Table – Part II Measurements for each part should be proportionate to the data from Part I.

CONCLUSION QUESTIONS Answers will vary based on the body system.

Middle Grades Science


Life-Size Scaling Creating Full Size 3-D Body Systems

The human body is made up of several systems working together. Bodies come in many different shapes and sizes, but the components are proportionate to the body itself. In studying each system we find that no one system could survive without the others. For example, without blood from the circulatory system, oxygen from the respiratory system, and nutrients from the digestive system all other systems would fail.

Purpose

In this activity you will use proportions to determine the appropriate size of bones and organs for a full size human. You will also create a full size 3-D model of a particular body system, and describe that body system to the rest of the class.

Materials

calculator metric ruler

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Procedure (continued)

Figures 1–6.



Data and Observations

Complete the data tables below. Show an example of your work in the space provided below each table. Height of full size body = 172 cm Width of full size body = 38 cm

Table 1: Bones and Organs

Component Measurement in Figures 1–6 (cm)


(cm)

Proportional Measurements for a

Full-Size Human (cm)

Humerus (Height)

Humerus (Width)

Tibia (Height)

Tibia (Width)

Stomach (Height)

Stomach (Width)

Right Lung (Height)

Right Lung (Width)

Heart (Height)

Heart (Width)

Left Kidney (Height)

Left Kidney (Width)

Brain (Height)

Brain (Width)

Assigned body system for Part II = __________________________________________



Data and Observations (continued)

Height of full size body = 172 cm Width of full size body = 38 cm

Table 2: Body Systems

Required Components

Measurement of Component in

Figures 1–6 (cm)


(cm)

Proportional Measurement for a Full-Size Human

(cm)

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Documents

Life-Size Scaling Creating Full Size 3-D Body Systems · PDF fileCreating Full Size 3-D Body Systems About this Lesson ... Use proportions to determine the appropriate size of organs